Sustainable development has emerged as a field of applied research across multi‐discipline. Sustainable leadership is a new domain of effective leadership, which has been established recently to cope ...with issues related to sustainable development. On the subject of natural resource‐based view (NRBV) and dynamic capability theory, this study examined methods of embedding sustainable leadership into sustainable performance and investigated the mediating effect of organizational learning to sustainable leadership and sustainable performance. The data in this study were collected from a total of 369 small and medium‐sized enterprises in Pakistan using a purposive sampling technique. Partial least squares structural equation modeling was used to analyze the data. The results revealed (a) a significant positive effect of sustainable leadership on organizational learning; (b) organizational learning significantly influences sustainable performance; (c) organizational learning partially mediates the relationship between sustainable leadership and sustainable performance. The present study offered an in‐depth theory of NRBV, dynamic capability, and sustainable development. Effective management advices are proposed for organizations encountering sustainable development challenges.
•Equipment is developed by utilizing negation and entropy concepts.•The equipment allows the learning organization to refine existing knowledge.•The equipment helps the learning organization in the ...decision-making process.•The equipment is validated and tested on two well-known organizational cases.
The present paper aims to put forward negation and entropy as novel perspectives for knowledge management in learning organizations. The present work considers the surrounding factors of information to enumerate the effectiveness of information in the knowledge management field. Moreover, by utilizing the effectiveness of surrounding factors, a framework inspired by Dempster-Shafer theory has been presented to generate negation. Finally, the present paper defines and calculates entropy for information. We have applied negation and entropy concepts to two well-known cases of organizational systems and management domains to study their impact on the knowledge management domain. The cases have supported our decisions taken after the calculation of proposed negation and entropy concepts. The proposed method has a quality interpretation of the information operators and has the merit of simplifying knowledge management and decision making problems in the context of a learning organization. The present study combines multiple aspects of knowledge management, organizational systems, decision making, and organizational learning.
The study focused on the extent of work culture and learning organization practices in promoting work productivity among public elementary school teachers at the San Francisco District School System, ...Division of San Pablo City for the School Year 2020-2021. A total of 163 teacher-respondents were used in the study. Frequency percentage, standard deviation, and the mean were used to assess the level of manifestations among variables. In addition, Pearson correlations were employed to identify positive relationships of work culture and learning organization practices to work productivity. Findings revealed work culture was highly observed and learning organization was highly practiced among public elementary school teachers. Similarly, respondents in the San Francisco District show a high level of work productivity in effective teaching and work commitment. Furthermore, there is a moderate relationship between work productivity and work culture (supportive, innovative, and bureaucratic). Finally, there was a moderate to strong association between learning organizational practices and work productivity. The findings implied that work culture and learning organization practices are critical since they directly impact on attracting and maintaining people. The positive work relationships that occur at the workplace represent a positive environment. As a result of its ability to do so, the company can stay ahead of the curve in terms of change and competition, resulting to higher productivity.
The study aims to examine the relationship and interaction between learning organization culture and the factors influencing digital transformation (leadership style, training, digital readiness, and ...trust), as well as identify factors that significantly influence learning organization functioning by exploring the extension of a grounded theory framework. The survey was conducted using an online questionnaire. The survey population was composed of managers of Eastern European manufacturing companies who were reached through the Orbis database. The survey yielded 618 evaluable responses (n = 618). The PLS-SEM method was used because the structural model is complex, with many constructs (some of which are formatively measured) and model relationships. Leadership behavior and a supportive management style inspire the development and training of employees, through which the level of readiness for digitalization and Industry 4.0 technologies can be increased. Training in these skills will increase confidence in digitalization technologies. Leadership support also influences digital trust and employee response to the use of digital technologies, as does participation in training, which directly supports digitalization and I4.0 readiness. The results of the research not only support previous research findings but also complement them by focusing specifically on the impact on the learning organization in the context of digitalization. This study provides evidence that leadership that is supportive of the learning organization's culture plays a key role. Overall, leadership is a dominant influence in the digital transformation of organizations and in shaping the learning organization culture this requires, but all the relationships represented in the model have a significant positive relationship. Doi: 10.28991/ESJ-2023-SIED2-09 Full Text: PDF
Purpose
In the introduction of new technologies into organizations, there has been an increasing trend to recruit and make use of the so-called “super users” to help ensure the future use of the ...technology in question. Little is known about the criteria that should ideally be considered in the selection of these super users, or about the best way to carve up the roles and responsibilities in this process between super users and middle management. In this study, we investigated (1) which criteria should be emphasized in the selection of super users, and (2) how middle management and super users understand and negotiate the responsibilities of their respective roles during implementation of technological change.
Methods
We conducted 10 individual semi-structured interviews and used thematic analysis of this data set to identify selection criteria, roles, and responsibilities.
Results
We found that the main selection criteria for super users should be: (1) availability and local knowledge, (2) technological skills, (3) pedagogical skills, and (4) proactiveness. The main roles and responsibilities that should be carved up between management and super users can be grouped into two overarching categories, each with several subcategories. Within the
Learning culture
category, the responsibilities are to (1) facilitate collective learning, (2) engage with criticism, and (3) promote collective sharing; and within the
Individual learning
category, to (4) facilitate individual learning, (5) provide instrumental support, and (6) provide emotional support.
Discussion and Conclusion
Based on the findings, we propose a conceptual model of technological implementation and the construction of a culture of organizational learning, entitled ECo-System Of Learning in Organizations (ECSO-Learn); we additionally show how a learning agent (previously known as a super user) can be recruited to best fit into this model of long-term organizational learning.
PurposeThe purpose of this study is to empirically test how problem-solving lean practices, along with leaders as learning facilitators in an action learning approach, can be transferred from a ...production context to a knowledge work context for the purpose of becoming a learning organization while enhancing performance. This is important to study because many organizations struggle to enhance efficiency in the short term while still trying to be long-term learning oriented (i.e. learning organization development).Design/methodology/approachThe authors draw on theory on learning interventions to show how lean practices for problem-solving can foster learning and help an organization to become adaptive. This study’s subject is a non-production department of 100 employees at the LEGO corporation. The authors applied survey results from a natural experiment lasting 18 months between a pre-measurement survey and a post-measurement survey. The results were compared to a control department of 50 employees who were not exposed to the lean practices intervention. The authors’ focus was on the individual level as individuals have different perceptions of lean practices, performance, and learning.FindingsUsing repeated-measures tests, difference-in-difference regressions analyses, and structural equation models, the authors find that a package of contemporary lean practices for problem-solving, along with leaders who function as learning facilitators, significantly improved learning organization dimensions while also enhancing efficiency and quality and that learning organizations positively mediate the relationship between the lean intervention and quality-related performance, while efficiency is directly affected by the lean interventions. Data from LEGO's key performance indicators (KPIs), benefit trackers, on-site observations and more than 40 interviews with managers provided results that were consistent with the survey data. A detailed description of the lean practices implemented is provided to inspire future implementations in non-operations environments and to assist educators.Research limitations/implicationsThe authors contribute to the learning literature by showing that a learning-to-learn approach to lean management can serve as an active and deliberate intervention in helping an organization becoming a learning organization as perceived by the individual organizational members. The authors also add to the lean literature by showing how a learning approach to lean, as used by LEGO, can positively affect short-term efficiency and quality and create a foundation for a longer-term competitive advantage (i.e. a learning organization) in a non-production context. By contrast, most of the lean literature streams treat efficiency separately from a learning organization and mainly examine lean in a production context.Originality/valueThe extant literature shows three research streams on lean, learning, and performance. The authors built on these streams by trying to emphasize both learning and efficiency. Prior research has not empirically tested whether and how the application of problem-solving lean practices combined with leaders as learning facilitators helps to create a comprehensive learning organization while enhancing performance in a non-production context.
Experiential learning is an integral part of a learning organisation’s culture, enabling it to respond in a timely manner to changing market needs and organisational opportunities. Learning from life ...experiences is still relevant today. Learning from experience is one of the most important and natural ways of learning available to all. It does not require special technological resources, but rather focuses on opportunities to reflect on one’s own experience (individually and with others in the organisation). Experiential learning is characterised by the fact that it enables learners to collaborate and share their knowledge and experience with others. This in turn helps to strengthen teamwork and increases the organisation’s capacity to become a learner, to problem-solve in order to be successful, and to attract innovations. This article was written to answer the following question: what is the practice of experiential learning in Lithuania in creating a learning organisation? The object of the research presented in the article is the realisation of the need for experiential learning in a learning business organisation. The aim of the article is to present the experience of realising the need for experiential learning in a learning business organisation. The research article is based on the experience of a Lithuanian business enterprise which follows the principles of a learning organisation and seeks to apply forms of experiential learning in its practice. Learning is about fulfilling basic human needs, seeking to grow, finding meaning in life, and developing all our talents and abilities. Experience is a fundamental element of adult educational practice. Learning how to learn in order to become skilled workers is one of the most important goals of andragogues working with adults. Different models of experiential learning are used in learning organisations: the ERE (experience – reflection – experiment) model; the learning trajectory model; the systemic learning organisation model; the 70:20:10 learning model, etc. A case study strategy was chosen to investigate the realisation of the need for experiential learning in a learning business organisation. The learning experiences of employees of a Lithuanian business organisation were studied within the learning company. The empirical data for the study were collected using questionnaires and semi-structured interviews. The questionnaire was designed according to the components of the 70:20:10 learning model. The questionnaire was administered to 427 employees of one business enterprise (head of department, team leader, and manager/specialist). The questionnaire survey was followed by semi-structured interviews with five employees of the same business. The quantitative data from the study were analysed using descriptive statistical analysis methods. The quantitative study does not distinguish respondents by gender or age. The organisation in which the empirical study was carried out does not differentiate between sex and age in its data collection, in order not to violate employees’ rights to equal opportunities. The qualitative data from the study were analysed using a thematic analysis approach (the thematic analysis followed an inductive analytical approach). In accordance with the ethical principle of research confidentiality, all informants who participated in the study were given codes (I1, I2, I3, etc.). The study shows that experiential learning is becoming a crucial component of building a learning organisation. The empirical study shows that there has been a shift from teaching to learning in the learning of all employees (head of the unit, team leader, and manager/specialist). The quantitative data analysis shows that all participants in the study, regardless of their job title, consider learning by practice, learning from their work colleagues, and sharing their experiences to be very important. However, professionals who work directly with clients are slightly less likely to report that they learn from their clients compared to company managers. The quantitative data also revealed another interesting detail: self-learning elements are more relevant and expressed by management groups, but not by professionals. There was also a tendency for those in managerial jobs to be more likely than others to attend formal training courses or to study the literature independently. The study also showed that as the organisation strives for change (to become a learner), there is a need for continuous learning and the realization of experiential learning is facilitated in order to acquire the skills required by the organisation. For a business organisation to become a learning organisation, the most important attributes identified by the study participants were: the promotion of a learning culture; openness to innovation; understanding; learning leadership; and the importance of investment in technology. Personal motivation to learn is also very important in a learning organisation, as is the role of learning leaders. The study also revealed the importance of peer learning as one of the necessary conditions to implement learning needs. A safe environment is also extremely important for such peer learning. On an everyday basis, learning by completing tasks, learning by doing, and learning by problem solving are crucial, and the dominant methods and forms of learning are learning from colleagues and supervisors, sharing experiences, and shadowing by observing a colleague. The conclusions are presented at the end of the article. Experiential learning is an important prerequisite for building a learning organisation. While several models for organising experiential learning are known to science and practice, business organisations tend to opt for those that can easily adapt to changes in the labour market and the organisation and that are clear and cost-effective. Experiential learning in a learning organisation becomes part of the job and a permanent learning environment for the employee. Learning in a learning organisation, at the individual and organisational level, through daily tasks, social learning from colleagues and formal learning enables employees to successfully meet their needs in order to achieve organisational and personal goals and to balance their learning needs. Tis creates the conditions for increased efficiency and improved work processes.
Purpose
The paper aims to offer an overview of the definition of the concept of learning organization to be used, related to and taken as a starting point for further conceptual developments by ...others writing about and using the learning organization concept. An additional purpose is to suggest how the concept of learning organization could be demarcated to define what would be demanded from any particular organization to be counted as a learning organization.
Design/methodology/approach
This is a conceptual paper. To define the learning organization, a label-focused approach and a content-focused approach are used. A contextual approach is suggested as the most appropriate tool for demarcating the concept of learning organization.
Findings
It is suggested that there are four versions of learning organization, which can all be related to three different forms of organizational aspects. Furthermore, a contextual approach is suggested to demarcate how to define learning organization to develop a much-needed contingency model, which places reasonable demands on organizations in various contexts to qualify them as learning organizations.
Originality/value
An overview definition, which anybody writing about the learning organization could relate to, is presented. It is also discussed what a learning organization is not, something which only few others have done, and a contextual approach to demarcating the learning organization concept is suggested.
Theoretical background: An efficient public administration is a prerequisite for a harmonious development of business, and for the security and prosperity of society. Its rapidity and quality are ...particularly important in the situation of dynamic economic, political and social changes. However, the model upon which administration is built and functions fails to meet the requirements of the present day. The subject of dysfunctional bureaucracy has been thoroughly analyzed and described in detail. Blind adherence to regulations, reluctance to introduce changes and lack of motivation to help clients are well-known vices of bureaucratic organizations throughout the world. Although countless attempts have been made to change the way these organizations function, the design and implementation of such improvements is hindered by a variety of obstacles. In this article, we shall describe barriers to the process of implementing the concept of a learning organization in a large bureaucratic organization. Purpose of the article: The purpose of the article is to discuss a number of barriers to the process of implementing the concept of a learning organization within a specific bureaucratic organization, namely the State Plant Health and Seed Inspection Service (Państwowa Inspekcja Ochrony Roślin i Nasiennictwa, PIORiN). The barriers discussed were identified in the course of research. Thus, the article adds to the existing body of knowledge about the functioning of bureaucratic organizations, their specificity and processes that take place within them. By identifying potential and actual barriers to the process of change, we can better understand organizational behavior. It also provides practical knowledge about the critical elements of the process of change. Research methods: Research was conducted within a large public institution in charge of phytosanitary controls. Three types of triangulation were used in the study: methodological, theoretical and investigator triangulation. Conclusions were drawn on the basis of a total of 51 interviews, of which 31 were conducted within the organization and 20 with external partners (clients). The basic tool used for collecting data was an open interview, always conducted by two researchers at a time. Interviews were transcribed and read on an ongoing basis with a view to carrying out a preliminary selection and category coding. Four team members participated in the coding process. Codes were subsequently analyzed and grouped into categories that served for drawing conclusions. Main findings: A number of barriers of great consequence for the process of implementing the concept of learning organization in administration have been identified; the most important are: excessive formalization, limited use of clients’ knowledge, insufficient financing, inadequate IT support, and limited cooperation with other public institutions.
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